Can be given one or two times per week over a school year
May be administered individually or in groups
Have content validity
Compares student to their own performance (progress over time)
Curriculum Based Assessments
Can be used for any content area and/or behavioral data
Usually only summative (given after instruction)
May be teacher made
Assesses mastery of content knowledge
Commercial Academic Achievement Tests
Are summative, and are given to students to determine possible eligibility for educational support
Summative measure
Individual administration only
Assesses broad academic skills
Compare students with national norm
Research tells us that Curriculum Based Measurement...
When CBMs are used for instructional planning, academic achievement is slightly higher than when they are not (Fuchs, Seethaler, & Hamlet, 2008; Fuchs, Fuchs, & Zumeta, 2008)
Technology can facilitate the ease of data based progress monitoring in early childhood (Buzhardt, Walker, Greenwood, & Heitzrnan-Powell, 2012).
Progress Monitoring can help teachers keep track of IEP goal progress, and progress on common core state standards (Etscheidt, 2006; Fuchs, Seethaler, & Hamlet, 2008; Klinger & Edwards, 2006; Roach, & Elliott, 2005).
CBMs are an important part of monitoring academic and behavioral progress within multi-tiered systems of support in schools (Shinn, 2007).
Research tells us that Curriculum Based Measurement...